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LiLac & Literacy

Language Across the Curriculum Policy: George Mitchell School

This policy is intended to ensure consistency across the school in terms of literacy practice.
We aim to:
  • Ensure that all students, regardless of their background and learning needs, have access to the curriculum in order that standards are raised throughout the school.  
  • Ensure that all staff are equipped with the necessary strategies to enable students to acquire the skills they need in reading, writing and communication.
Principles and Procedures to foster a language rich environment for the whole school:

  • What do we expect to see in the whole school?
  • Adults exhibit a good model of language through their communication skills with students. This will aid the development of students being equipped with the essential skills for life: Reading, Writing and Speaking and Listening. 
  • Language rich environment fostered through classroom displays, reading during tutor time, paired reading and also students reading newspapers during breakfast club.
  • During paired reading in the library, students are good role models of developing literacy for students who are at an early stage of language acquisition. 
  • The English department exhibit high standards in English and share their expertise during staff INSET and Twilight sessions.
  • Staff have a clear understanding of the key skills students should be demonstrating in the three key areas: Reading, Writing, Speaking and Listening.
  • Staff are trained in how to use LILAC in their lessons.

Principles and Procedures:

What do we expect to see in lessons?

  • Strategies which enable students to understand and use formal, ‘expert’ language, including use of the mode continuum
  • Strategies for ‘warming up the text’, providing students with opportunities to develop reading skills, access texts and understand how they are constructed
  • A stage-by-stage, scaffolded approach to learning, where students are clear about what, why and how they are learning, including what the success criteria are for tasks
  • Strategies which enable students to develop speaking and listening skills
  • Visual and kinaesthetic activities which ensure that those in the early stages of learning English have access to the lesson
  • Structured talk is used to help students to rehearse their ideas, solve problems, develop thinking skills and prepare for writing.
  • Use of the teaching and learning cycle: setting the context; deconstruction and modelling; joint construction; independent construction.
  • Monitoring and Evaluation:
  • How will the effectiveness of the policy be monitored?
  • LAC community: staff sharing examples of good practice and providing evidence that LAC strategies have been effective
  • Lesson observations and work scrutinies: evidence that principles and procedures have been applied
  • Student voice: students recognise that principles and procedures have been applied and are helping them to make good progress towards their targets
  • Schemes of work will show that LAC strategies are fully-embedded across all curriculum areas.

How will we know when we have been successful?

  • Improved levels of literacy, demonstrated by a year-on-year rise in reading ages and in attainment in reading, writing, speaking and listening
  • Increased attainment at all Key Stages
  • Improved levels of independent working
  • Literacy is cohesively planned for and implemented across the curriculum
  • Students reading widely across all subjects
  • Students develop and apply a wide range of skills to effect in reading, writing and communication
  • Students are well-prepared for the next stage of their education, training or employment.
  • Staff have clear and high expectations of promoting sound literacy by: a) Utilising appropriate LILAC strategies within their lessons and b) Marking for Literacy through providing clear feedback which goes beyond highlighting basic errors such as full stops, capital letters and incorrect spelling.

*Policy to be revised in 2014

LiLac Testimonials

LiLac lesson using the Register Continuum

 Why Read?


Using Socratic Talk to Develop Formal Language